Using the conceptual framework of social capital, this study outlines the experiences of 20 first-generation students currently enrolled in doctoral degree programs. The framework highlights those structures and processes that offer tacit knowledge to students about how to pursue higher education. For students who are the first in their families to attend college, this knowledge is often elusive. Through individual interviews, data were collected to understand student isolation, financial challenges, and sources of support. Implications for institutions are offered.

Higher education is challenged to produce innovative, collaborative and interdisciplinary knowledge in response to increasing social demands. Faculty are often ill-prepared to engage in such work, raising questions as to the balance between disciplinary identity and interdisciplinary engagement. This article examines the experiences of 40 students enrolled in an interdisciplinary PhD programme. How might scholars embarking on their academic career develop an interdisciplinary identity? The data suggest the importance of a strong disciplinary foundation, an understanding of the integrative process, the recognition of interdisciplinary outcomes and the ability to participate in collaborative research. The conclusions offer insight into how faculty and doctoral students might conceptualise interdisciplinary education.

This article outlines how a theory of narrative can be used to deconstruct qualitative research texts. Although research texts are a distinct genre in comparison with works of fiction, the basic components of literary activity are similar. Researchers structure and emphasize data and participants in various ways to tell a logical story. Narrative analysis offers a specific framework and terminology that researchers can use to construct texts. Ultimately, such tools can prepare qualitative researchers to make intentional choices in regard to writing. The authors define the narratological concepts of character, plot, story, and focalization. They discuss how these concepts can be used to teach qualitative research methods.